Course Evaluation Template

Develop a standardized template for evaluating courses in a selected program. Include a 2-3 page executive summary containing the rationale and justification for the methods selected.

Answer

Part One

Course Evaluation Template

Course evaluation helps evaluate student understanding of the course and achievement of the learning and course objectives. They are different student assessments due to their objectives and implementation methods. End-of-course evaluations are often surveys of questionnaires that are analyzed to determine students’ understanding and perception of the course and also provide information that is vital to the improvement o the course by the faculty. This essay develops a course evaluation template for the course “Nursing Ethics in Advanced Nursing Practice.”

On behalf of the faculty, I take this opportunity to thank you for your commitment and for participating in this course. Kindly take your time to answer the following course. As part of the course assessment. Kindly answer the questions honestly because they will assist you in professional growth, the instructor in improving the teaching and learning experience, and the faculty in improving the course

  1. Course

Tick the most appropriate answer to each question

Strongly Disagree (1)

Disagree

(2)

Neutral

(3)

Agree (4)

Strongly Agree (5)

1. Course met my learning needs

2. Course content met the description provided in the course guide

3. Course Materials and handouts were adequate

4. The course assessments were appropriate/assessed course content

5. The course was covered in-depth and contained content beyond the basics of ethics

7. Students actively participated in the learning process

8. Course objectives and expected learning outcomes were well communicated

9. Sufficient time was allowed for each topic/activity

10. Activities were relevant to the objectives and expected outcomes

11. The course has greatly improved my knowledge and skills in the subject matter

12. The course was well-organized and orderly

13. The assessments used encouraged the application of learned knowledge

14. Adequate practice experience focusing on the course was allowed

  1. Instructor

Tick the most appropriate answer to each question

Strongly Disagree (1)

Disagree

(2)

Neutral

(3)

Agree (4)

Strongly Agree (5)

1. The instructor marked and returned assignments on time

2. Instructor responded to student questions

3. Used a variety of instructional methods and encouraged various learning methods

4. Instructor had adequate knowledge of the subject matter

5. The instructor maintained a professional attitude and was interactive with the students

  1. Facility

Tick the most appropriate answer to each the question

Strongly Disagree (1)

Disagree

(2)

Neutral

(3)

Agree (4)

Strongly Agree (5)

1. Faculty communicated on time on information on the course and the entire program

2. The faculty fully facilitated supporting activities

3. I was satisfied with the course and would recommend the course to others

Additional Reflection Questions

  1. How difficult was the course? Explain your experience ______________

  2. Has the course changed your practice? If not, why? If yes, how will your advanced practice nurse practice differ? ____________

  3. How can you rate the overall course on a scale of 1-10? ___________________

  4. What did you like or dislike about the course? _______________

  5. What improvement suggestions do you have regarding the course in this program?

Part Two

Executive Summary

The course evaluation aligns with the stated learning objectives and program outcomes in various ways. The first learning objective was to explain the concept of ethics in advanced nursing education. The course evaluation prompts evaluated this objective in various ways. The evaluation course entails questions that help determine if the course activities, learning, and assignments were relevant to the course and learning objectives. The first three prompts evaluated the adequacy of the course content in meeting the course objectives. They evaluate if the course materials were adequate if the content met their needs, and if the course was as described in the course description. The items helped determine if the course generated the required knowledge level at the semester’s end.

The course evaluation will also determine if the activities, including assessments, were relevant to the course material and the education level. It will also evaluate the students’ perception of knowledge gained from the course in more than four prompts. The evaluation will help determine if the learners perceive a change in their knowledge and possible changes in practice. It also requires them to explain if the course will change their knowledge and practice. The evaluation will also determine the learners’ perceived hardness of the course which will help improve course delivery through teaching and learning strategies adjustment.

The learners will also help determine the appropriateness of the course to their program. The information provided will help the instructors improve the course. In addition, it will also help determine the faculty and the instructor’s readiness and ability to render the course in the program. Unlike other evaluations, it is difficult for surveys to directly evaluate the achievement of course objectives and students’ learning outcomes, and these prompts helped evaluate the course indirectly

Justification of the Methods Used

Student feedback through end-of-course evaluations helps understand how the students perceive the course, its impact on their knowledge, and how they will be outlined. Kogan (2020) notes that end-of-course evaluations are important in evaluating achievement of course and student objectives and are majorly used to help improve the course. Student assessments can help evaluate the course but are limited to evaluating the course, instructor, and faculty. Course evaluations should be short and precise to avoid boredom and lack of objectivity. The course evaluation method used a questionnaire with a Likert scale and a short reflection prompt for effective course evaluation. The course evaluation entails 20 questions that address the course, instructor, and faculty and a reflection of five questions. Questionnaires are the appropriate and most widely used course evaluation methods (Diaz et al., 2022). Diaz et al. (2022) note that questionnaires are reliable and help evaluate outcomes, and qualitative questions (reflective prompts) help ensure the collection of more relevant and useful for course improvement. The Likert scale was used to help ensure statistical analysis of the prompts, while the feedback provided in the essay prompts will be used to improve the course. Course evaluation using questionnaires allows anonymity in the answers, allowing the students to reflect on their perception of the course without fear of repercussions.

Validity and Reliability

Validity and reliability are important in ensuring the course questionnaires are appropriate and will generate the information required. The validity of tests ensures that the test, in this case, a questionnaire, measures what it is intended to measure. The questionnaire will be subject to the department head and internal board review. The review board will need to approve the evaluation method as reliable in providing the needed feedback. An internal review focuses on each item and the specific groups in a questionnaire and determines their relevance. The review board and the department head can request a revision or invalidate the questionnaire.

Reliability is important for all evaluation methods. Questionnaires are widely used but prone to bias, especially when anonymity is allowed. The response rate is also low, and some of the students answer the questions to pass the time, thus may make the answers unreliable. The best method to ensure the reliability of the questionnaire is the test-retest method (Rey et al., 2020). In this method, the learners must answer the questionnaires administered. After the students complete the questionnaire, the results will be analyzed for each prompt and readministered to the same students after a week. The delay will ensure that students do not just recall answers but answer them. The results are then collected and analyzed using Cronbach’s alpha for similarity. A similarity index above 80% will then show that the questionnaire is reliable, and a score below the questionnaire will be deemed unreliable. Another method that can be used is internal consistency (Rossell et al., 2019). More than one question measures the same thing, and their analysis and comparison can help determine the reliability of the test.

References

Diaz, N. P., Walker, J. P., Rocconi, L. M., Morrow, J. A., Skolits, G. J., Osborne, J. D., & Parlier, T. R. (2022). Faculty use of end-of-course evaluations. International Journal of Teaching and Learning in Higher Education33(3), 285-297.

Kogan, J. R. (2020). Maximizing Effective Feedback and End-of-Course Evaluations. Roberts Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty, 105-119. https://doi.org/10.1007/978-3-030-31957-1_11

Rey, E., Carballo-Fazanes, A., Varela-Casal, C., Abelairas-Gómez, C., & ALFA-MOV Project collaborators. (2020). Reliability of the test of gross motor development: A systematic review. PLoS One15(7), e0236070. https://doi.org/10.1371/journal.pone.0236070

Rossell, S. L., Schutte, M. J., Toh, W. L., Thomas, N., Strauss, C., Linszen, M. M., Dellen, W., Heringa, S. H., Teunisse, R., Slotema, C. W., & Sommer, I. E. (2019). The questionnaire for psychotic experiences: an examination of the validity and reliability. Schizophrenia Bulletin, 45(Supplement_1), S78-S87. https://doi.org/10.1093/schbul/sby148

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